Childminder in Sheffield

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

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The provision is good

The caring childminder warmly welcomes children into her home. Children settle quickly and well from the start. They show that they feel happy and secure with the childminder and develop strong bonds with her. For example, when children need reassurance, they approach the childminder for cuddles and kind words. Children are confident to lead their own play, such as they choose from a wide range of accessible resources. For instance, while playing with dough, children decide to make 'monsters' and 'monster food'. The childminder offers children praise and encouragement as they play. Children concentrate for significant periods of time relative to their ages.

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The provision is good

Children's behaviour is good. The childminder models polite manners, saying 'please' and 'thank you'. She has high expectations of children in her care. The childminder reminds young children gently and consistently about how to play safely outdoors on the grass and to sit properly on their chairs in the playroom. Children willingly help to tidy away resources between activities to help to minimise trip hazards.

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The provision is good

The childminder prioritises supporting children's growing independence, such as when feeding themselves. She works closely with parents on potty training. The childminder regularly uses story time to promote children's love of books. Children join in with familiar nursery rhymes and action songs. This helps children to develop their early language and literacy skills. The childminder weaves vocabulary for counting, size and shape into children's play, such as when they build with bricks. Children gain the basic skills they need for their future learning.

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need to do better?

n The childminder gets to know children in her care well. She gathers information from parents about children's likes and dislikes, and their needs and interests, when they start visiting her home. The childminder tailors settling-in periods to help children to feel comfortable with her. She provides toys, similar to those at home, that will engage children from the start, such as cars and a road map. This helps children to develop a sense of belonging. n Parents comment that the childminder keeps them well informed about their children's experiences and routines. They say that the childminder works closely with them to support children's well-being. Partnership working with the local schools is established well to support older children. n The childminder helps all children in her care, including those who speak English as an additional language, to develop their good communication and language skills. She finds ways to use their home languages during routines, for instance,

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need to do better?

while potty training. The childminder uses good eye contact and sits at children's

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need to do better?

9 May 2024 levels, alongside them as they play. She provides an ongoing commentary and enriches their vocabulary with new words. For example, the childminder introduces words such as 'juicy' and 'sparkly'. However, on occasions, the childminder, in her eagerness, does not give children enough time to think and answer her questions. n The childminder reflects on what she does well and any improvements to the setting. She identifies targeted professional development according to the needs of children. For instance, the childminder has recently found out about additional ways to support children with special educational needs and/or disabilities. She understands what children know and can do. However, sometimes, the childminder does not focus her curriculum planning to build precisely on the next steps for children's learning. n The childminder promotes children's physical development well. For example, children dance to their favourite music indoors. Outside, they kick balls to each

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need to do better?

other and chase bubbles. The childminder takes children to local parks where they practise climbing, balancing and jumping. Children have a go at activities that help to develop their fine motor skills. For instance, they use scissors, rolling pins and shape cutters and make marks in dough. n Children follow good hygiene procedures. They carefully wash their hands and dry them well with paper towels. The childminder gives children nutritious snacks, such as fruit, and water to drink. Children learn about making healthy choices. n The childminder helps children to develop their skills in socialising. One example of this is when they visit playgroups together and make new friends. Children find out about the community around them and similarities and differences between themselves and others. Children learn to share and take turns, with the childminder's support. They show great kindness towards each other. For

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need to do better?

example, when children fall over, their friends go to help them up and give them a cuddle.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen teaching skills to give children more time to think and answer questions with their own ideas and develop their language further n enhance curriculum planning to build further on what children know and can do, and identify precisely what they need to learn next.

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Setting details

Unique reference number EY499146 Local authority Sheffield Inspection number 10335171 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 6 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Sheffield. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with an assistant who holds an appropriate early years qualification at level 2.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of an activity with the childminder. n Parents shared their views of the setting with the inspector.

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Inspection activities

9 May 2024 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

9 May 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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